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All Journal Jurnal Pengajaran MIPA JKPM (Jurnal Kajian Pendidikan Matematika)
Lusiana Delastri
Universitas Kristen Indonesia Toraja
Education Mathematics

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Pembelajaran Matematika Realistik Menggunakan Ukiran Toraja pada Siswa Field Independent Beatric Videlia Remme'; Lusiana Delastri
JKPM (Jurnal Kajian Pendidikan Matematika) Vol 7, No 1 (2021): JKPM (Jurnal Kajian Pendidikan Matematika)
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jkpm.v7i1.11296

Abstract

Pembelajaran matematika realistik yang dipadukan dengan kearifan lokal Toraja (ukiran Toraja) dan memperhatikan gaya kognitif merupakan sebuah ide yang diharapkan dapat membantu siswa dalam memahami materi, menarik bagi siswa, dan mampu mengaplikasikan matematika dalam kehidupan sehari-hari. Tujuan dari penelitian ini adalah untuk mendeskripsikan peningkatan hasil belajar siswa field independent yang diajar dengan pembelajaran matematika realistik menggunakan ukiran Toraja. Penelitian ini bersifat deskriptif kuantitatif, subjek penelitian yaitu siswa kelas VIIIa SMPN 2 Balusu yang berjumlah 17 orang. Peneliti menggunakan desain one group pretes-postest. Data yang diperoleh dari hasil pretest dan posttest dianalisis untuk mengetahui peningkatan hasil belajar.  Besarnya peningkatan sebelum dan sesudah pembelajaran dihitung dengan rumus gain ternormalisasi. Pembelajaran dapat dikatakan berhasil dilihat dari hasil belajar 4 siswa field independent yang berada pada kategori sangat tinggi, serta peningkatan hasil belajar siswa yang dihitung dengan rumus N-gain yaitu 0,843 atau berada pada kategori tinggi.
HOW DO STUDENTS THINKING PROCESS IN SOLVING THE VISUALLY REPRESENTED QUESTIONS? Beatric Videlia Remme'; Lusiana Delastri
Jurnal Pengajaran MIPA Vol 27, No 2 (2022): JPMIPA: Volume 27, Issue 2, 2022
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v27i1.40508

Abstract

Problems that are represented visually can develop students' relational and logical understanding. Relational and logical understanding in geometry learning can reinforce certain relationships and develop cognitive functions, such as knowledge construction. In the process of constructing knowledge and constructing problem solving requires students' thinking processes. This study aims to describe students' thinking processes in solving problems that are represented visually. The thought process is based on reflective abstraction. The type of research that is appropriate to achieve these objectives is qualitative. The research subjects are 4 students who have studied the material of flat shapes. The results showed that the concepts represented visually could inspire various ideas in solving problems. In solving problems, the thinking process based on reflective abstraction depends on the history of the solver's knowledge. The mental mechanisms that occur when solving problems with visual representations are interiorization, coordination and encapsulation. Concepts presented using visual representations can increase in-depth understanding, but can also be a source of misconceptions for students. Error answers obtained are the result of misconceptions about concepts/information that have been interiorized into concepts presented using visual representations.
Co-Authors Beatric Videlia Remme